STUDENT: TEACHER:

ASSESSMENT TASK: MODE: Written

GENRE: Narrative - story transformation PURPOSE: To entertain and persuade

LENGTH: Task A: 350-500 words Task B: 500 – 700 WORDS

DATE SET: DRAFT: DUE:

TASK:

In this unit, you have listened to, read and viewed a variety of informative and literary texts featuring different representations of monsters and creatures. Your task is to challenge the stereotypical representation of the creature.Select either Task A or Task B.

Task A

CONSTRUCT a story based on an existing monster or one of your own creation. Your story must be written from the monster’s perspective and explore the creature’s first contact with humans and why the creature has been misunderstood. You should include a monster profile and develop a feeling of empathy for the creature. You may choose to illustrate your story to enhance the impact.

Task B

OR

CONSTRUCT a story about an existing monster or develop your own based on a modern day fear such as: chemical or nuclear war, resource depletion etc. Your story must be written from the monster’s perspective or from someone facing the monster. It should explore the monster’s creation and also develop reader empathy with the monster’s plight or empathy with the individual dealing with the monster. You should utilise figurative language and dialogue and may choose to illustrate your story to enhance the impact. Please complete the monster profile prior to drafting.

NB: The narrative must be written in 3rd person.

Common Curriculum Elements:
Using correct spelling, punctuation and grammar
Using vocabulary appropriate to a context
Interpreting the meaning of picture/illustrations / Conditions:
4 weeks’ notice of task Teacher conference for one draft
Open access to resources Seen task, individual
Genre explicitly taught Students to complete in class and own time
Drafts handwritten Final submission word processed

Comments:

______

Teacher Initials: Overall grade

CONSTRUCT =to assemble, build or create something by placing parts together for a particular purpose.

PROCESS MODEL

  1. Determine what you need to construct. ______
  2. Identify or create the individual parts needed. ______
  3. Arrange parts in correct sequence.______
  4. Join the parts together.______

GRAPHIC ORGANISER

SHORT STORY PLANNER

ALDRIDGE STATE HIGH SCHOOL YEAR 9 NARRATIVE Monsters Inc. 2016

A / B / C / D / E
Understanding and skills dimensions
/ Receptive modes evidence listening, reading, viewing
/ Ideas and information in texts / Discerning analysis, evaluation and synthesis of the ways texts represent different viewpoints and perspectives on events, people, situations and issues / Effective analysis, evaluation and synthesis of the ways texts represent different viewpoints and perspectives on events, people, situations and issues / Analysis, evaluation and synthesis of the ways texts represent different viewpoints and perspectives on events, people, situations and issues / Explanation of different viewpoints on events, people, situations and issues in texts / Statement about events, people, situations and issues in texts
Text structures / Discerning analysis of how text structures are used to achieve different purposes and effects / Effective analysis of how text structures are used to achieve different purposes and effects / Analysis of how text structures are used to achieve different purposes and effects / Explanation of text structures used to achieve different purposes / Identification of aspects of text structures and purposes
Language Features / Discerning analysis of how language and textual features achieve different purposes and effects / Effective analysis of how language and textual features achieve different purposes and effects / Analysis of how language and textual features achieve different purposes and effects / Explanation of how language and textual features achieve different purposes / Identification of language and textual features
Productive modes
Evidence of speaking, writing and creating / Ideas and information in texts / Discerning selection, organisation and synthesis of a variety of relevant ideas and information for different purposes and audiences / Effective selection, organisation and synthesis of a variety of relevant ideas and information for different purposes and audiences / Selection, organisation and synthesis of a variety of relevant ideas and information for different purposes and audiences / Selection and combination of ideas and information for different purposes / Use of ideas and information to state an opinion
Text Structures / Discerning use of text structures to achieve different purposes and effects / Effective use of text structures to achieve different purposes and effects / Use of text structures to achieve different purposes and effects / Use of aspects of text structures for different purposes / Use of aspects of text structures
Language features / Discerning use of a range of grammatical structures and vocabulary to achieve different purposes and effects / Effective use of a range of grammatical structures and vocabulary to achieve different purposes and effects / Use of a range of grammatical structures and vocabulary to achieve different purposes and effects / Use of grammatical structures and vocabulary for different purposes / Use of a narrow range of grammatical structures and vocabulary
Discerning use of a variety of textual and language features to achieve different purposes and effects:
• written features such as punctuation and spelling / Effective use of a variety of textual and language features to achieve different purposes and effects:
• written features such as punctuation and spelling / Use of a variety of textual and language features to achieve different purposes and effects:
• written features such as punctuation and spelling / Use of textual and language features that vary in suitability:
• written features such as punctuation and spelling / Use of textual and language features that impede meaning:
• written features such as punctuation and spelling